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1 reference
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- Vol 5 RE: Chapter 4
formative assessmentassessment evidencefeedback for learninglearning intentionssuccess criteriaclassroom discoursestudent agencyself-regulationJournal article Evidence summaryAt a glance
Black and Wiliam develop a theoretical account that places formative assessment inside a broader model of pedagogy.
Key ideas
They define practice as formative when evidence about student achievement is elicited, interpreted, and used by teachers, learners, or peers to make better-grounded decisions about next steps than they could make without that evidence. The article connects classroom interaction with theories of instruction, feedback, self-regulation, and the regulation of learning. It identifies key strategies: clarifying intentions and criteria, engineering discussions and tasks that reveal understanding, providing feedback that moves learning forward, activating students as resources for one another, and activating them as owners of learning.
Why it matters
For educators, the theory shifts attention from assessment instruments to decision processes: who needs evidence, what inference it supports, and how the resulting action changes the course of learning.
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Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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